Published since June 20, 2022

Educational Linguistics

ISSN: 2748-9329

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About this journal

Educational Linguistics aims to provide an international platform for cutting-edge research in the field of educational linguistics. The journal promotes the building of empirical understanding and critique of theories that relate to the interrelationship of language, education and other related social science disciplines. Contributors are encouraged to pay close attention to the multi-layered complexity and highly contextualized nature of language issues in education, for which education policy, language planning and pedagogical innovations are constructed, actualized, negotiated and disputed in the social, cultural, economic and historical conditions. The journal welcomes rigorously conducted empirical studies focusing on practice-based, problem-driven and policy-oriented topics of language (in) education as well as conceptual and theoretical discussions of critical issues related to language (in) education. It also welcomes studies of educational contexts and language practices that are under-presented in international research publications as well as those studies that breaks new ground by making connections with other disciplines, through the lens of different paradigms, and with innovative methodologies.

Topics:

Language and education systems
Language in education policy
Language of instruction
Bilingual and biliteracy practices in the educational context
Educational and social equity for linguistically minoritized students　
Language teacher development
Learner identity
Learner autonomy
Heritage and community language education　
Critical pedagogy
Language curriculum
Language assessment in the educational context　
Language and life-long learning

Article Formats

In addition to the standard research article format, the Journal includes the following formats:

Debate: This will have a feature article, followed on commentaries from researcher with supporting as well as diverging views. The author of the feature article will be given an opportunity respond to the commentaries.

Policy and social movement hotspot: Featuring discussions and critiques of new and controversial policy initiatives and social movements in specific contexts.

Critical reading: Re-reading and critiques of classic articles and books on topics that have a contemporary relevance.

Methodological innovations: Promoting new approaches to educational linguistic issues.

Short communications: representing personal viewpoints, and reactions to papers published in the journal.

Your Benefits

Your Benefits

high quality peer-reviewed articles advancing language in education issues　
critical discussions and new theoretical and empirical research
agenda-setting proposals on emerging issues and themes
short turnaround times (on average 3-4 months)
international and renowned editorial board

History

History

Launched in 2022, in collaboration with Tongji University, Shanghai, China.

Abstracting and Indexing

Educational Linguistics is covered by the following services:

Baidu Scholar
CNKI Scholar (China National Knowledge Infrastructure)
CNPIEC - cnpLINKer
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EBSCO Discovery Service
Google Scholar
J-Gate
Linguistics Abstracts Online
MLA International Bibliography
MyScienceWork
Naver Academic
Naviga (Softweco)
Primo Central (ExLibris)
ReadCube
ScienceON (Korea Institute of Science and Technology Information)
Scilit
Semantic Scholar
Summon (ProQuest)
TDNet
WorldCat (OCLC)
X-MOL
Yewno Discover

Topics

External Links

Online Submission of Manuscripts

Ahead of Print / Just Accepted

Ahead of Print / Just Accepted

Volume 2 (2023)

Volume 1 (2022)

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Submission

You can easily submit your manuscript online. Simply go to https://mc.manuscriptcentral.com/eduling and you will be guided through the whole peer-reviewing and publishing process.

Preparing your manuscript
Before you submit your manuscript, make sure to read our Instructions for Authors and to see the De Gruyter Mouton journal style sheet for further information regarding the proper formatting of your manuscript.

Your benefits of publishing with us

Rapid online publication ahead-of-print with short turnaround times
Optional open access publication
Accepted papers will be published online first as DOI-citable, forward-linked articles for quickest possible visibility for the scientific community
Every article easily discoverable because of Search Engine Optimization (SEO) and comprehensive abstracting and indexing services
Secure archiving by De Gruyter and the independent archiving service Portico
Professional sales and marketing activities

Submission process

Submission of your paper via our submission management tool
Peer review process (you will be guided through every step)
Decision on your paper
If accepted: you have the option to publish it open access
Publication online and in print

Please note

Please see the De Gruyter Mouton journal style sheet for further information regarding the proper formatting of your manuscript
Manuscripts must be written in clear and concise English
Before submitting your article please have a look at our Ethical Guidelines and our Copyright Transfer Agreement
Once your article is accepted you have the option to publish it open access
Our Repository Policy allows you to distribute 30 PDF copies of your published article to colleagues (the PDF has to include the information that it is an author's copy). Please also feel free to distribute the link to the online abstract
If you have any general questions please visit our FAQ page for authors

Article Formats

In addition to the standard research article format, the Journal includes the following formats:

Debate: This will have a feature article, followed on commentaries from researcher with supporting as well as diverging views. The author of the feature article will be given an opportunity respond to the commentaries.
Policy and social movement hotspot: Featuring discussions and critiques of new and controversial policy initiatives and social movements in specific contexts.
Critical reading: Re-reading and critiques of classic articles and books on topics that have a contemporary relevance.
Methodological innovations: Promoting new approaches to educational linguistic issues.
Short communications: representing personal viewpoints, and reactions to papers published in the journal.

We look forward to receiving your manuscript!

Hybrid Open Access

Authors have the option to publish their article under an open access license. The standard article processing charge for a hybrid open access article is 2,000 Euro (plus VAT if applicable). Please note that corresponding authors from institutions with which we have a transformative agreement, can publish open access without paying the fee. More information on the eligible institutions and articles can be found here.

Editorial

GENERAL EDITOR

Li Wei, UCL Institute of Education, University College London, 20 Bedford Way, London WC1H 0AL, United Kingdom, li.wei@ucl.ac.uk

MANAGING EDITOR

Qi Shen, School of Foreign Languages, Room 121, Huiwen Building, 1239 Siping Road, Tongji University, Shanghai, 200092, China

EDITORS

Xuesong (Andy) Gao, University of New South Wales (Australia)
Yuko Goto Butler, University of Pennsylvania (USA)
Christopher Jenks, Aalborg University (Denmark)

INTERNATIONAL ADVISORY BOARD

Ange Creese, University of Sterling (UK)
Ofelia Garcia, CUNY Graduate Center (US)
Nancy Hornberger, University of Pennsylvania (USA)
Joseph Lo Bianco, Melbourne University (Australia)
Yuming Li, Beijing Language and Culture University (China)
Stephen May, University of Auckland (New Zealand)
Bonny Norton, University of British Columbia (Canada)
Bernard Spolsky, Bar-Ilan University (Israel)
Jim Tollefson, Washington University (US)
Yun Wu, Tongji University (China)
Liming Yu, Shanghai Jiaotong University (China)

EDITORIAL BOARD

Alfredo Artiles, Stanford University (US)
Naghmeh Babaee, Simon Fraser University (Canada)
Martha Bigelow, University of Minnesota (USA)
Suresh Canagarajah, Pennsylvania State University (US)
Jasone Cenoz, University of the Basque Country (Spain)
Christian Faltis, Texas A&M International University (US)
Durk Gorter, University of the Basque Country (Spain)
Francis M. Hult, University of Maryland Baltimore County (USA)
David Johnson, University of Iowa (US)
Helen Kelly-Holmes, University of Limerick (Ireland)
Constant Leung, King’s College, London (UK)
Citing Li, Shanghai International Studies University (China)
Angel Lin, Simon Fraser University (Canada)
Teresa L. McCarty, UCLA (US)
Leketi Makalela, University of the Witwatersrand (South Africa)
Masaki Oda, Tamagawa University (Japan)
Wei Ren, Beihang University (China)
Hyunjung Shin, University of Saskatchewan (Canada)
Lionel Wee, National University of Singapore (Singapore)
Paul Seedhouse, University of Newcastle (UK)
Rita Silver (Nanyang Technological University (Singapore)
Lynn Mario Menezes de Souza, Uiversidade de Sao Paulo (Brazil)
Sophie Tauwehe Tamati, University of Auckland (New Zealand)
Guadalupe M. Valdes, Stanford University (US)
Wayne E. Wright, Purdue University (US)
Lawrence Jun Zhang, University of Auckland (New Zealand)
Ke Zhao, Shanghai University of Economics and Finance (China)
Yongyan Zheng, Fudan University (China)
Zhu Hua, University of Birmingham (UK)

Volume 2 Issue 2

December 2023

Publicly Available November 29, 2023

Frontmatter

Page range: i-iii

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Research Articles

Publicly Available July 20, 2023

Soft linguistic terrorism: 21st century re-articulations

Mike Mena

Page range: 123-144

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Abstract

Over three decades ago, Gloria Anzaldúa identified ideologies of linguistic standardization as an oppressive force in the Rio Grande Valley of south Texas as well as the local university. Such ideologies were used to delegitimize Chicanos via “linguistic terrorism,” or, routine forms of psychological and physical punishment meant to enforce idealized white, middle-class, monolingual social norms. However, times have changed. To account for more recent conditions, I qualify contemporary manifestations as soft linguistic terrorism , which relies more so on incentivization (reward as opposed to punishment) and ideological recruitment (enforcement based on the appearance of consent), yet continue to reproduce the near identical racializing ideologies Anzaldúa identified decades ago. Using a linguistic anthropological approach to discourse analysis, this article focuses on ethnographic interviews with students and faculty to illustrate how forms of linguistic terrorism have been rearticulated via raciolinguistic ideologies in the same region and at the same university that inspired Anzaldúa’s formulation of linguistic terrorism in the 1980s.

Open Access August 24, 2023

Limited capital: a genealogy of culturelessness in (language) teacher education

Tasha Austin

Page range: 145-167

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Abstract

Black youth as ‘struggling students’ is a persistent narrative in the contemporary U.S. psyche, both preceded by and markedly displayed through the 1983 report, A Nation at Risk , which reflected coded language encouraging a return to the pre-Civil Rights United States. This framing positioned Black students as culprits for the ills of U.S. schooling – a continuation of a history of educational policy that discursively enforces the need to defend society against ‘subhuman’ populations. Placing the 1983 policy report in conversation with Zwiers’ Building Academic Language: Meeting Common Core Standards Across Disciplines (2013) via raciolinguistic genealogy, I problematize the ways in which texts like these reinforce discourses of Black cultures and languages as subhuman, deviant threats to U.S. society.

Publicly Available September 15, 2023

Answerability in computer-assisted language learning: a critical examination of social justice research from a decolonial perspective

Gilbert Dizon

Page range: 211-222

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Abstract

In this conceptual article, the author introduces decolonization as an alternative to social justice frameworks. As stakeholders in second language (L2) teaching, the author stresses decolonization as a means for L2 researchers to work against colonial practices in educational research, which negatively impact historically disenfranchised communities. Specifically, Patel’s (Patel, Leigh. 2016. Decolonizing educational research: From ownership to answerability . New York: Routledge) answerability framework is introduced as a practical method to support decolonization in L2 research. The article is made up of four main sections. The first section explains the concept of settler colonialism and highlights how it is ingrained in educational research. In the second section, the author defines decolonization and distinguishes it from the more popular social justice movement. In the third section, the author summarizes four computer-assisted language learning (CALL) papers which were featured in a recent special issue on the topic of social justice. The author then provides a critical analysis of the reviewed studies from a decolonial perspective in the fourth and final section, while also suggesting ways in which researchers and educators can re-orient their work towards decolonization.

Open Access November 14, 2023

It isn’t sloppy language: exploring the discourse of Village English

Patrick Edward Marlow, Wendy Whitehead Martelle, Joan Parker Webster, Kelly Kealy

Page range: 168-193

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Abstract

In Alaska, as elsewhere in the United States, standardized American English is privileged over both local varieties of English and Indigenous languages. This privileged position is maintained, in part, through a deficit model of language acquisition and a model of school success which locates the source of underachievement among K-12 students within the child rather than within the broader sociopolitical context of school and schooling. Using a critical participatory action research approach, this article examines a single graduate course for K-12 teachers intended to address ideologies of linguistic deficit and demonstrate that the varieties of English spoken by adults and children in Southwest Alaska are systematic and rule-governed. Data are analyzed in terms of trajectories of learning, focusing on three distinct points within this trajectory: Pre-course questionnaire, Mid-point questionnaire and post-course artifacts (e.g., final projects for the master’s degree). Through the lens of discourse analysis (Gee, James Paul. 2010. An introduction to discourse analysis: Theory and method , 3rd edn. New York, NY: Routledge), we illustrate and discuss the tensions inherent in shifting discourse models as the teachers contend with course content that challenges broadly accepted explanations for school underachievement.

Perspective

Open Access October 20, 2023

Academic adjustment of international students studying in South Korea: the Global Korea Scholarship program perspective

Narangerel Vanchinkhuu, Yousun Shin

Page range: 194-210

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Abstract

The study was to investigate the academic adjustment of international students studying in South Korea under the Global Korea Scholarship Program. Previous research has shown that academic adjustment is linked to the achievement and satisfaction of international students at higher education institutions. Two research questions shaped the current study: (1) examining the correlations between the variables included in the study and (2) identifying the significant variables that contributed to international students’ academic adjustment. The Multicultural Personality Survey and Academic Adjustment Survey were utilized as the primary instruments and were administered online over one and a half months. A total of 100 participants from diverse demographic backgrounds were involved in the data collection. Correlational analysis and regression analysis were employed to answer the two research questions. The results of the correlational analysis revealed that there were higher correlations observed between multicultural personality and GPA, preferred language and multicultural personality, as well as multicultural personality and the Academic Adjustment Survey. Additionally, the regression analysis indicated that Korean language proficiency and preferred language proficiency emerged as significant variables that impacted international students’ academic adjustment. The results provided further insights into the factors contributing to academic adjustment among international students in South Korea.

(Deutsch)

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Online ISSN: 2748-9329
Print ISSN: 2748-9310
Type: Journal
Language: English
Publisher: De Gruyter Mouton
First published: June 20, 2022
Publication Frequency: 2 Issues per Year